22
A)Improving the learning environment, social environment, school climate, reducing bullying (8)  Included in this group of actions are all efforts to improve the learning environment and the so called “school climate”. A student should feel safe and respected at school, and there should be no bullying or mobbing. The physical as well as the psychological learning environment should have a high standard.

23
B) Adapted and personalized learning, methodology, increased student participation (7)  This group is about adapting the teaching and learning to the abilities and capacities of the individual student, and about variation and using a wide range of tools. Students learn differently, and often student participation might improve the learning process. We might also mention the role of evaluation of student work as a method of improving the learning outcome.

24
C) Early warning systems, routines for school intervention (6) •Sometimes a student’s growing rate of absence is not dealt with early enough to prevent him or her from dropping out. The school should have a system ensuring that this is taken care of properly, and that the various resource people at the school are involved. Moreover, there should be a set of routines that everyone knows and follows, and these routines should ensure that each and every one of the students receives necessary attention and support, and that meetings are held according to the routines.

25
D) Involvement of parents (8)  Involving parents and introducing them to the policies, goals and challenges the school is facing, is in most cases to the advantage of the student. In upper secondary school this can sometimes be difficult, as parents tend to “withdraw” from this kind of involvement as their son or daughter gets older, but the possibility should always be there, as well as the school’s expectations of parents’ interest in their son’s or daughter’s education.

26
E) Mentoring, tutoring, counseling, guidance (internal) (8)  In this group all kinds of counseling, mentoring, etc are included, from the organized meetings with the class teacher and the informal briefings with the language teacher, to the use of professional counselors and career guidance experts. Both the personal problems of the student as well as career information might be the subjects at such formal or informal meetings with these resource people.

27
F) Involvement from external sources; ie former students, labour market institutions, employers, municipalities (6) •This group includes the use of all kinds of external specialists, as well as representatives from companies, labour market agencies and other people who might add important information of “real life”. Also the use of former students is possible as a source of information.

28
G) Organized activities outside school hours (6) •In some countries organized out-of-class or out-of-school activities are used as a method of increasing the interest of doing better at school for some students. All kinds are activities initiated by school are included here.

29
H) Rewarding devoted students (3) •In this group all kinds of honouring or rewarding students for doing well and improving at school are included. In some cases going on a school trip or excursion might be the reward, or it might be the question of being given acknowledgement officially from the school head. Even money prizes might at times be used.

30
I) Focus on transition phases (6)  Transition phases, for example when leaving lower secondary school and entering upper secondary school, are often difficult for some students. This is a danger zone for many of them, and therefore it is necessary to pay enough attention to the problems arising during this period. This is even more serious when the two kinds of schools are run and operated by different school owners.

31
J) Increasing the status of vocational education (3)  Research has shown that the number of early leavers is higher in vocational education and training than among students receiving general education. Raising the status of vocational education, for example by focusing more on the practical part of the curricula, or by introducing them to real working life to a larger extent that is done now, might be a good idea.